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This survey investigated the identification of specific language impairment by public school teachers nationwide. It examined to what extent teachers are able to identify and provide treatment for children with specific language impairment. Previous research suggests that special education teachers may differ from general education teachers in their ability to identify and provide treatment for student needs. Participants were public school teachers, both general education and special education, who taught from pre-K through age 21 nationwide. Their demographics were consistent with public school teachers nationwide. Participants completed an anonymous survey with questions on demographics, educational role, and educational practice. Crucially, participants responded to six case studies of students, each with a unique profile of specific language impairment. Data analysis included descriptive statistics and chi-square tests. Results showed that while teachers were attuned to the students’ differences in the case studies, they struggled to identify the children’s language needs. There were no differences between general education and special education teachers. Implications of these findings and future directions for research are offered. This work was supported by T32DC000052 and R01DC001803. |
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